Author: Brenda MacNaughton

With Earth Day, World Environment Day, and World Ocean Day approaching, your students will likely hear about complex and devastating ecological issues. In the second part of this blog on eco-anxiety, we look at how you can help students cope by taking action to solve local environmental problems and teaching advocacy skills. 

Go Outside and Take Action

Local environmental problems need leadership to be solved. You and your students can take steps to show your community how it’s done!

Partner with Local Indigenous Communities:  Your school board has an Indigenous Education Consultant who can help you connect with Indigenous speakers and organizations. As educators respond to the Truth and Reconciliation Calls to Action, it is important to build relationships with local Indigenous Peoples who can offer authentic teachings.  They can help you with projects like ours, pictured above, choosing plants that have significance for the schoolyard. Learn about Indigenous perspectives and teachings to improve our relationship with nature and the need for wise use of the planet’s gifts. 

Grow Food:   I find potatoes the most straightforward food to grow in a schoolyard (pictured below). They require little attention; just loosen the soil, dig a hole, and plant a seed potato. You may add mulch or be prepared to pull a few weeds over the summer. Dig up your potato crop a few months later. This is a rewarding and delicious project!

Prevent Plastic Pollution: To stop plastic from ending up in waterways, I encourage you and your students to pick up litter around your school and recycle everything you can. 

Guerrilla Gardening: Plant wildflowers wherever you can. Pick plants that suit your area. We’ve had success with brown-eyed Susan, yarrow, and even trilliums. 

Raise and Release Butterflies: Painted Lady Caterpillars can be raised in spring, and monarchs in September. Release them near the wildflowers you planted. This project is not difficult and is very memorable for students. We rely on the generosity of the school council to support this project.

Learn about Advocacy and Do It

Students will be inspired by studying successful environmental advocates. Autumn Peltier is an excellent example, and she said these inspiring words:

“I feel like not only adults, but teachers and the education system have to empower [youth speaking up] and mentor that. Speaking up and using your voice is very important, something I feel like should be taught.” Source

Students will learn essential life skills like letter-writing, public speaking, and critical thinking when advocating for solutions to environmental issues.

Your school could challenge another school to work on a local environmental issue like composting lunch waste or a community litter clean-up. You could evaluate ecological problems in your school and advocate for better use of resources, energy saving, and walk-to-school campaigns.

Access Environmental Education Resources For example, the ETFO Climate Change Primer : 

“As part of ETFO’s ongoing efforts towards equity and social justice, this new resource was developed to inform the membership about how the themes such as environmental racism, colonisation, and migration merge with climate change. This resource includes terminology, case studies, acknowledgement of change-makers, and resources for members to build their knowledge and understanding to inform their instructional practices. ETFO Members play an important and crucial role in raising awareness and creating learning environments for students that promote dialogue using a social justice and equity lens.”

Watch Canadian Films like the 5-minute animated short “What Rhymes with Toxic” by the National Film Board (grades 6 and up). The turtle in this film argues with a town council member who denies the health impacts of a chemical spill. Your students could write to your local or provincial government about environmental issues in your area.

Check out Ocean School. It is a free teaching resource with lesson plans to accompany videos. Included in this resource are Indigenous and scientific worldviews of ocean issues.

I hope you got some inspiration and will get your class outside for some environmental education this spring. Please let me know if you have other favourite resources for this topic, as I am always looking for ways to engage students in environmental education. Have fun learning outside and reducing eco-anxiety!

 

Are you and your students anxious about the future of life on earth? The term eco-anxiety applies to those of us whose feelings of dread, anxiety, and depression are associated with climate change, mass extinction, pollution, plastic islands, depletion of the earth’s resources, the water crisis, and other ecological issues. We can help ourselves and our students to cope with these feelings in several ways.

Part 1 of this blog examines appreciating nature and getting outside to learn. 

 Go Outside and Observe

Plan a variety of teaching opportunities outdoors. Fresh air, sunshine, snow, mud, and rain give us exercise and vitamin D with the bonus of the chance to observe the seasonal cycles, the water cycle, habitats, plants, and all sorts of animals, including insects. You will need to prepare for the weather, but I believe this will reduce student anxiety about the natural world just by spending time outside appreciating the gifts of this planet. Specific learning expectations in every grade from K-8 require students to be outside. When it’s part of the class routine to take a walk together or adopt a nearby tree, plant, or garden, students will likely gain more respect and understanding of the natural world. Bring cameras outside to create media. Take time to write, draw, paint, and create drama or music outdoors. The outdoor setting is a beautiful place to let the artistic side emerge. Respectfully using natural materials is a fantastic way to work together and be creative.

Go Outside and Learn

Your schoolyard is a habitat, no matter where it is located. It’s in a weather zone; it’s on a waterway; it’s a food source for something, even if you are in a concrete jungle! Explore the nooks and crannies of cracks in the pavement. Watch the skies for birds and other insects. You will find many opportunities to cover the curriculum right outside your door. Any subject for grades 1-8 and any of the four frames in the kindergarten program has components that you can cover outdoors. If your school does not have an outdoor classroom, that’s ok! You can do plenty of teaching with students using cameras or clipboards for making observations, calculations, mapping, or art. You can set up a nature-based inquiry by asking students to compare the characteristics of trees and animal habitats or make detailed weather observations. Always ensure outdoor learning is accessible to all students, and have fun!

“Part of ETFO’s mission is the education, stimulation, and transformation of provincial and local organizations to be responsive to the diverse needs of the membership, and to be a positive influence for change at a societal level. “

 Source: ETFO Social Justice

I’ve been thinking more about my privilege in society and how to create space for others. I imagine my classroom, or even my school, as a microcosm of society and try to model kindness, joy, and hope to my students and colleagues. How do we make the world a better place? What does that look like in the teaching profession?

Reading the anti-oppressive framework created by ETFO helps me think critically about how I teach, the physical setup of my learning space, and the direction I’m helping my school take. It reminds me that part of being an ally is to advocate for those experiencing the negative impacts of colonialism, racism, homophobia, transphobia, classism, and ableism.

Sometimes advocacy work means starting conversations that will be uncomfortable, but educators need to ensure that we unlearn oppressive practices and ideologies. We can create space for the oppressed to have a voice. We can advocate spending school budgets on specialized resources for clubs or educational opportunities for students from marginalized groups. We can advocate for professional development to implement the calls to action of the Truth and Reconciliation Commission. We also know that the arts and libraries need our voices heard to give all students access to music, drama, art, dance, books and technology. 

The teacher-librarian AQ course taught me to advocate for the library/learning commons. For years, I have had to justify my requests for the school budget to be spent on books, magazines, and technology. The effort was worth it. Recently, a student who graduated from grade eight thanked me for allowing her to exceed the book checkout limit every week. When other students were taking 1-2 books, she was taking eight. Consistently, every week, for grades two and three, she continued this pattern. By grade four, she began reading some longer books, so the number of books she checked out was fewer, but she was still reading voraciously, and she continues to do so to this day. Her family did not use the public library, and they couldn’t afford to keep up with her appetite for books, so the school library was the place she relied on to keep her reading. With this student and others like her in mind, I will continue to advocate for schools to have libraries and for libraries to have books.

Educators, your voice is valued, don’t be afraid to use it to make things better for someone else.

Isaac missed the first of four lessons in a media literacy unit. I invited him to my desk to review the first lesson. I didn’t know that Isaac was about to teach me instead.

In Media Literacy, my grade 2 class watched the video A Pep Talk from Kid President to You. We watched it a few times to observe how the words, the backgrounds, and the music impacted the meaning. In the next media literacy class, we reviewed a pep talk script I created based on the video. Students had to fill in the blanks to make their own pep talk, or they could choose to rewrite the script themselves. In the third class, we would pair off and film the pep talks using tablets. Finally, students could share the pep talks and accept feedback. 

When Isaac sat with me to watch the video, he reacted with shock as soon as Robby Novak came on the screen.  

“Hey,” said Issac, “He looks like me!”

In case you are not one of the 48 million viewers of “A Pep Talk from Kid President,” Robby Novak is an African American who was nine years old in the video. He went on to create more viral Kid President videos and wrote a book, all focusing on making the world more awesome.

When Isaac reacted so immediately and with such surprise to seeing someone he could identify with on the screen, I realized I needed to take diverse representation in the media more seriously. I must examine my privilege and bias when choosing media for any subject.

The American non-profit Common Sense media produced a report in 2021 called The Inclusion Imperative. The key findings include the following:

– High-quality children’s media can promote positive ethnic-racial attitudes and interactions.

-Among young people of colour, watching favourable depictions of their ethnic-racial group can have a positive impact on self-perceptions and views about their ethnic-racial group.

-Media created for even the youngest children should consider inclusiveness and representativeness.

I’m thankful for Kid President, and especially Isaac, for making me aware that I need to do more than I have been doing to ensure students experience more diverse representation in the media we use at school.

Resources:

Common Sense Media                     MediaSmarts

 

New Year, New Me? No. There are no new year’s resolutions for me, not yet. I’m resting and recovering from that never-ending cold, so I’ll consider my goals later. Taking care of myself and accepting where I am are important tasks for me right now. I do have one resolution. I resolve not to put additional pressure on myself at this time!

On the other hand, Joshua*, a  first grade student, told me that his goal is to make breakfast in the morning. He is so proud of this independent skill he is developing. We talked about how hard it can be to pour from a full milk jug into a bowl of cereal. It takes that careful, slow release, and the bowl has to be in the correct position. We agreed that the milk spills sometimes, but that’s how you learn, by making mistakes. That conversation got me wondering, am I that forgiving of myself when I’m learning something new?

In September, I started a new role, Early Intervention Teacher. In the first 100 minutes of the day, I work with small groups of grade one students to develop literacy and self-regulation skills in the classroom during language centres. Although I have a lot of teaching experience, this is the first time I have found myself in a position quite like this. I want to do it right, so I am putting in some effort to learn how to do the job. I attend professional development sessions, read books and blogs, and watch videos. Some days I feel like I spilled the entire jug of milk, and sometimes it feels like just a few drops. There are even days that go so smoothly I can hardly believe it!

Whatever your goals, I hope you are gentle with yourself when the milk spills. If you haven’t set goals yet, the Lunar New Year may seem like a better time, or the new moon or the first day of spring. Do it when the time feels right.

Happy New Year, everyone!

*The student’s name has been changed.

Winter has arrived and I’m celebrating! I want children to enjoy the outdoors and feel connected to nature in every season.  We all need the vitamin D from the sunshine so let’s get out there and do explorations and investigations about snow, ice, friction, sound, habitats, survival and more.

There are obstacles to getting students outdoors.  Appropriate winter clothing is one that is easy to solve but what about attitudes? There is a prevailing attitude in society that winter weather is dangerous. The media tends to put out warnings that create fear and anxiety in our students, their families and school staff.  I agree that driving conditions can be treacherous but when it comes to recess time, outdoor p.e. classes, science experiments, daily physical activity and neighbourhood walks I believe we should embrace this beautiful season.

A few years ago I was attending the Reading for the Love of It conference in Toronto and the session I attended had attracted people from across Canada (it was the incredible illustrator, Barbara Reid – but that’s for another post).  Teachers at my table were from Saskatchewan, Northern Ontario, Newfoundland and Southern Ontario. I learned that attitudes toward winter weather vary across the country. The teacher from Saskatchewan said, “we go outdoors in all kinds of weather or we wouldn’t ever get outside!”. They gave examples that in parts of Canada children arrive to school by snowmobile. I bet they live by the saying, “There’s no such thing as bad weather, just bad clothing”.

What is wrong with hunkering down for the winter months with movies, video games and books? If we do too much of that we miss the chance to develop a positive relationship with the natural world. In the big picture, we know this disconnect means that children do not grasp our role as humans in the natural ecosystems where we live.  We want these students to grow up to be adults who understand the need to protect the natural world and minimize negative human impacts.

For some students, their families may not do any outdoor winter activities.   Even if you just do a few winter outdoor activities this season, your students will be thanking you.  You may even help us have less fear and anxiety in schools about winter weather. 

Enjoy the season!

On December 19, 2017  we lost a lovely colleague, Joyce Snoek-Hoekstra, in a car accident.  There were poor road conditions that night and she was almost home when it happened. Joyce was a kindergarten teacher who had embraced the job with her whole heart.  She could see the good in absolutely every one of those children and she believed in them.  I covered her class for her prep time so I saw how dearly she loved her work.  I mourn her loss but I also celebrate the gifts she brought into so many lives.  

The last time I heard Joyce’s voice she was on the public address system during the lunch break. I had never heard her on the PA system before.  There was a book she was determined to read to her class during her gingerbread theme and she couldn’t find her copy, It was The Gingerbread Pirates.  As she finished her announcement she giggled a bit and said, “Bye!”, as she hung up. I saw her in the hall shortly after and she was still giggling about the whole thing.  Stepping out of the comfort zone, laughing at her mistakes, going easy on herself for being human, these were qualities that I saw in Joyce.  She was so positive and encouraging with her students, always cheering them on to reach their individual goals.

December’s long dark nights give me a chance to reflect with gratitude on the joys of teaching.  That can be difficult to do with the stress of the teaching job.  It’s a great month to pick up my gratitude journal and double my efforts.  It’s a time to pull back from the noise of the day and appreciate the people who have helped me along the way and remind myself why I’m in this profession. Our students may need that time as well.  Classroom activities that focus on kindness and gratitude are a wonderful way to show students these skills of reflection and appreciation.  I’m going to do a kindness countdown with my early intervention groups.  They will be practicing some literacy skills and building a stronger class community at the same time.  

Take care.

How do these December spirit days sound to you?

• December 2nd:  Be Festive!
• December 9th:  Sweater Day
• December 16th:  Character Day
• December 23rd:  Be Cozy!

Our Student Council is a group of grade 6, 7, and 8 students led by my colleague Lisa Flanagan. Lisa and the students have created inclusive spirit days and activities. For this blog post, I interviewed Lisa and the executive committee, hoping that you will be as inspired by them as I am.

How was the Student Council Created?

Executive– At the first meeting, anyone in grades 6, 7, or 8 was welcome to sign up. We created a grade 7- 8 executive committee, which includes people with previous experience. There are a bunch of committees: decorating, announcements, fundraising, Tilley TV, yearbook, Audio/Visual, General Helpers, and Spirit. There are executive members on each committee.

James – We stress teamwork. The different committees collaborate on the activities we are doing with the school. Like when it was time for fall door decorating and the photo scavenger hunt, we all worked together. (everyone nods in agreement)

How did your spirit days come about? We used to call the spirit days by other names.

Coral: You mean like Crazy Hair Day? No, we don’t use “crazy” like that anymore. You have to use the right language. Like we don’t have March Madness spirit month, we have March Moments.

Franklin – Also, you can’t imitate someone’s hairstyle from their culture and call it crazy. That’s not ok.

Lisa – We want to shift the focus more on how to be rather than specifically what to wear. It gives more room for creativity and self-expression. The March Moments spirit month includes: Be a Fan, Be a Star, Retro Day, and Titans Day (school colours). On Be a Fan day, you can choose anything you’re a fan of; it doesn’t have to be sports. Also, when decorating, we focus on the seasons rather than the specific holidays.

What other opportunities have you enjoyed with the student council?

James – Right now, we have the fundraiser and donations for Bethesda House (a local agency that supports people dealing with abuse and gender-based violence). It’s been really successful with donations of food and gift cards. It’s great when we work together, and you see the payoff.

Destiny – I presented our plans to the parents on the school council. I was nervous, but they really liked our ideas and were happy I was there.

Rose – We also have grade 7 students who help on grad night. They are really important, and grad wouldn’t happen without them!

Leslie – We have fun! We are building independence and handling new responsibilities too.

Years ago, we used to have an elected student council. The nominees would have to give a speech to the class, and then the class would vote for two representatives. What do you think of that?

Franklin – Honestly, it would just be a popularity contest, and people would be left out. The way we do it gets more people involved.

————-

I’m so proud of our student council and their work with Lisa. They are terrific role models! They help on pizza day, run the music station at special events like the Terry Fox run, and are on the daily announcements. I’m looking forward to seeing how they develop as leaders at our school. If you have suggestions for our student council, please leave a comment.

*Students’ names have been changed.

 

If anyone out there can find Ms.Jordan from Brookmill PS in Agincourt, I want to thank her for reading aloud Island of the Blue Dolphins when I was in grade 5. I remember the intense emotions the story evoked. At one point, Ms. Jordan was overwhelmed and asked me to finish reading a heart-wrenching scene to the class. Here I am, decades later, cherishing that beautiful gift she gave us by reading aloud. You may have had a similar experience around that age with books like Charlotte’s Web, Holes, or Bridge to Terabithia. Nothing can compare to hearing a great story in person. It will entertain you, enrich your life, expand your vocabulary, ignite your imagination and give you food for thought.

I am also grateful for the many picture books I have shared with children over the years. They are one of the most powerful teaching tools. With books on every topic imaginable, you can use them to relate to every part of the curriculum. Educators know this, yet I’m left wondering if reading aloud to children is happening less often these days.

During the 2020-21 school year and much of 2021-22, educators had strict restrictions for physical distancing and masking. Reading aloud to students became very challenging. Instead, teachers turned to books online. With desks stretched across the classroom, it was easier to see illustrations on a large screen. Since wearing a mask made projecting our voices difficult, we saved our weary throats for a few minutes while the video played. I understand the need for playing read-aloud videos at the height of the Covid-19 pandemic, but now students can gather together to listen to a picture book, view the illustrations, and discuss it.

Let’s get back to sharing more rich read-alouds with our classes.

Students will benefit from hearing you bring a book to life. Here are a few of the important reasons you should be the one reading to your class:

* You can model what it means to read with expression,

*The students will be much more likely to ask questions and share similar experiences while you are reading compared to interrupting a video, 

* You can stop and clarify word meanings, 

*You know your students and can explain the context when needed,

* You can relate your connections to the story,

*You will be strengthening the bonds in your classroom community.

Reading aloud opens a gateway to deep discussions with your class. There is a plethora of incredible books out there! Ask your colleagues and your teacher-librarian for suggestions of books available at your school or visit your local library.  Your students may end up thanking you decades later!

Here are a few of my favourites:

Picture Books

Thunderboy Junior by Sherman Alexie – Importance of your Name

I am Enough by Betsy Beyers – Self-Confidence, Identity

Stolen Words by Melanie Florence – Loss of Indigenous Language

The Bad Seed by Jori John – Self Awareness

Duck Days by Sarah Leach – Autism, Friendship

Tacky the Penguin by Helen Lester – Inclusivity, Humour

Not a Box by Antoinette Portis – Ingenuity

The Water Walker by Joanne Robertson – The story of Nokomis Josephine-ba Mandamin

Suki’s Kimono by Chieri Uegaki – Identity

Scaredy Squirrel by Melanie Watt – Anxiety

Junior Novels

The Secret Life of Owen Skye by Alan Cumyn – Humour, Family

The Tale of Despereaux by Kate DiCamillo – Believing in yourself, Love, Loyalty, Courage

Wonder by R.J. Palacio – Friendship, Choosing Kindness, Inclusivity

Intermediate Novels 

Fatty Legs by Margaret Olemaun Pokiak-Fenton – Residential School, Courage

Ghost Boys by Jewell Parker Rhodes – Racism, Compassion, Gun Violence 

Among the Hidden by Margaret Peterson Haddix- Friendship, Courage

Amal Unbound by Aisha Saeed – Bravery, Hope

 

Happy Reading!

Kindergarten Communication of Learning:  Initial Observations

Are you looking for some help writing the Initial Observations report for Kindergarten? This post is for new teachers, teachers who have changed grades, and teachers covering prep in kindergarten. I have been covering Kindergarten prep for several years and recently had a year teaching Year One of the Kindergarten program. Since we have several Kindergarten classes at my school, I can bounce ideas off many educators regarding reporting. Getting support is extremely helpful, so I’ll share what I’ve learned so far.

Collaboration is key! Like all aspects of the Kindergarten program, collecting evidence of children’s learning for reports is a responsibility that teachers and designated early childhood educators (DECEs) can share. It is an essential conversation for the educator team to have early on so that observations are collected throughout the year to demonstrate each child’s growth. We had a shared Google doc for each student, organized by frames, so we could make notes, add pictures and keep the documentation all in one place. Some teachers prefer to use a slide deck. Educators need to select the practices and strategies that work best for them.

The Initial Observations report is intended to be an overview of student key learning and growth in learning during the first two months of school. I think of it as a snapshot and often remind myself that there is another report coming in about ten weeks that will have more detailed observations and cover a greater breadth of the Kindergarten program. In some cases, teachers have had limited time with students due to class restructuring and absences. In these cases, do your best to let the parents know how their child is adjusting to Kindergarten.

If you consult social media groups and other blogs, you will see a range of educators’ opinions about Kindergarten reporting. There is a consensus that the box on the Communication of Learning: Initial Observations is much larger than needed in Ontario. I have heard the message repeated for several years from many sources, “Don’t aim to fill the box!”

Ask yourself, what happens initially in the Kindergarten program? What is the essential information to communicate to parents? What are the most obvious strengths of the child? The following questions guide you through the child’s day at school and give you ideas to consider as you write the Initial Observations. You may wish to focus more on the Self Regulation and Well Being frame, but there is an opportunity to comment on the other three frames, especially if a child demonstrates strong skills in those areas. Choose a few areas to highlight about each child and support with real-life examples if possible. To avoid using jargon, educators should aim to refer to overall expectations in a natural way when writing initial observations about a child’s learning. Here are some prompts to help you in your writing. Do not try to answer all these questions! The variety in the list is to help you describe the strengths of different children.

Is the child:

– content to be at school?

– beginning to show more independence with their belongings as they unpack their backpack and change their shoes?

-engaging in conversation with peers and adults?

-asking questions of their peers and adults?

-answering questions with detail?

-beginning to follow routines?

-playing with a variety of learning tools inside and/or outside?

-participating in games and songs with the whole group?

-building, creating, role-playing?

-sorting? (e.g., when tidying up toys)

-making observations about the natural world?

You will have observed changes in many of the children, in the first ten weeks, as they have become more comfortable with the school environment.

STUDENT ONE

I’m writing this comment with a confident, enthusiastic student in mind. Here is a sample comment based on some of the questions listed above. I would personalize this comment with the correct name and pronoun when editing.

STUDENT ONE arrives at school content and excited about the day ahead. They have adapted to the morning entry routines and often greet other students by saying, “Hi!”. STUDENT ONE uses social skills when playing with their friends (e.g., at the blocks centre and when playing soccer). He/She/They often invite(s) other students to join him/her/them, especially at his/her/their favourite activities, which are: creating with loose parts or playing at the sand table. He/She/They can identify and print the letters in his/her/their name. STUDENT ONE is excited to play games that involve counting to ten and is working on pointing at objects to count accurately. Beyond the classroom, STUDENT ONE is willing to try new activities in different locations such as the gym, library or outdoors. He/She/They often take a turn with a sit-on bouncy ball during outdoor play.   He/She/They have/has recently expanded their design skills – they has been seeking out different kinds of tools and materials to construct with. When building a tower they said: “We need something to make it stronger so it doesn’t fall down”. STUDENT ONE often contributes during class discussions and is eager to learn more about animals.

STUDENT TWO

In contrast, STUDENT TWO has had some struggles adjusting to school and experiences sadness throughout the day. Since we have already communicated with parents extensively about this issue I am not dwelling on it in the Initial Observations. Instead, I deliberately frame the comments with positivity and a growth mindset.

STUDENT TWO has made progress in adjusting to the kindergarten program. He/She/They is/are independently unpacking his/her/their backpack each morning and joining the class for play. STUDENT TWO prefers the art centre where he/she/they enjoy drawing and painting. STUDENT TWO shows an interest in completing puzzles, especially when an educator is sitting nearby. She/He/They often build(s) a house using blocks or Lego. STUDENT TWO spends time outside observing his/her/their peers and often walks quietly with the educator, we will support them in making connections with their classmates. He/She/They have/has commented on the changing weather and fall colours and shows curiosity about the natural world. We look forward to helping STUDENT TWO adjust to the school environment and build his/her/their confidence and independence over the school year.  

Good luck to all educators with Initial Observations and with Progress Reports for grades 1-8. Make use of human, print and online resources.  ETFO has a website dedicated to Professional Learning in the Early Years where you will find videos and information from Kindergarten educators and their classrooms.  ETFO has also just published an engaging resource, Building and Enriching Partnerships in Kindergarten, which includes a chapter on planning and documenting.

Take care of yourselves as you take on the task of writing these reports while also planning, teaching, and assessing your students. Do a little each day to make it manageable.  I believe in you!

Key resources to assist you in this work:

The Kindergarten Program, 2016

Growing Success, The Kindergarten Addendum, 2016

Communicating with Parents about Children’s Learning: A Guide for Kindergarten Educators, Revised Draft, September 2017

ETFO’s website for Professional Learning in the Early Years

ETFO’s new resource: Building and Enriching Partnerships in Kindergarten